I received my degree from the University of California, Berkeley and my California teaching credential over 30 years ago. Since then I have been involved with K – Adult education in suburban schools, private schools, charter schools, inner city public schools, U.S. Department of Defense schools overseas, international schools and in my current role as an educational consultant.
For the past twenty years I have been involved with both the International Baccalaureate Middle Years (IBMYP) and Diploma (DP) programmes both in and out of the classroom as a teacher and coordinator. I served as the MYP representative for the IB Board in California (CAWS) for many years as well as serving as a member on the International Baccalaureate America’s Middle Years Schools Committee. Currently, I work with the IBMYP global professional development department as a curriculum developer, serve as a global workshop leader, act as an IB Americas consultant to schools in the process of becoming IBMYP schools, and serve as a site and evaluation visitor.
Although much of my work is with IB schools in all phases of implementation, I continue to work with inner city, charter and suburban school districts at both the district and site levels. Lately, much of this work is aligning classroom practice and local curriculums to the common core, as well as working with teachers to implement 21st century teaching practices that use an inquiry based methodology.
I am passionately committed to the idea that every student on this earth has the right to an education that prepares them for 21st century citizenship and will help them make our world a better place.
Lisa can be reached at email@example.com.
Ever since I can remember I wanted to be a teacher. After earning my degree from the University of California, Los Angeles, I received my California teaching credential and have been an educator for the past 30 years.
I have a passion for all things relating to education and teaching, and have worked in both public and private education, suburban and urban areas, and have taught elementary, middle and high school students.
I worked as the International Baccalaureate Manager for the District of Columbia Public Schools. During that time, I was able to guide central office staff and principals through the implementing process of the Primary Years Programme, Middle Years Programme and Diploma Programme for the International Baccalaureate, and I worked with K – 12 teachers to help develop and align curriculum based on IB requirements for all these IB Programmes.
After DC, I took on the challenge of life on the road. Internet and cell phones prompted me to ask the question, “Could my house be mobile as well?” so I bought an RV in the Summer of 2013 and lived and worked around the country working with many schools in North America.
Currently, I have moved to Northern India to work as an IB I&S Teacher and Middle Years Programme Coordinator for Woodstock School in the Himalayas. Our Blog is from my experience as a classroom teacher presently and I hope our classroom can share good practice and practical application to our followers.
For the past sixteen years I have been involved with the International Baccalaureate Programmes as an administrator, coordinator and teacher. I have served as a member on the International Baccalaureate America’s Middle Years Schools Committee and IBMYP application reader. I currently work with the IBMYP global professional development department as a curriculum developer, serve as a global workshop leader, act as an IB Americas consultant to schools in the process of becoming IBMYP schools, and serve as a site and evaluation visitor. I am firmly committed to the philosophy and methodology of the International Baccalaureate Programmes.
At Cornerstone, we put a premium on the belief that all students have the right to be educated with practices that reflect 21st century teaching and learning methodologies.
Bob can be reached at firstname.lastname@example.org.
Following an international education as a child, I received my Teachers Certificate from the University of London Institute of Education. My 40+ year career in education has taken me all over the world, starting in Iran where I worked at Iran Girls College, a university for women, and later to California where I founded the Cascade Canyon School and then became the principal of Santa Rosa Charter School. Under my leadership, the school was authorized to offer the Primary Years Programme (PYP) of the International Baccalaureate (IB). I hold a Masters in Education from Greenwich University and have been a qualified field representative, workshop leader, consultant and school authorization and evaluation team leader for the IB (since 2001).
As a consultant, I have worked with schools in Hong Kong, Ghana, the Middle East, Europe, Indonesia and throughout the United States and Canada. I became a School Management Advisor in Qatar at the start of the school reform project in 2003. I continue to provide workshop support and management advice to Al Bayan Educational Complex for Girls, Doha. In Dubai, I am a school inspector for the Dubai School Inspection Bureau. In Sri Lanka, I was the Professional Development Manager for the IB. In this capacity, I developed and implemented a two-year pilot project, training a core group of teacher trainers to pass on their skills to a network of village preschools. Many are now key decision makers. In 2012, the IB commissioned me to be an editor of the book, Journeys in Learning Across Frontiers.
Participants rate my workshops highly; I weave technology throughout my workshops so that everyone learns and has fun at the same time! My sessions model using learning engagements that are authentic and hands-on. I am passionate about providing teachers and administrators the knowledge and skills to offer their students the highest quality education fit for the future.
Anne-Marie can be reached at email@example.com.
It is no surprise, then, that I have dedicated my professional life to learning. And there is little surprise that I am eager to share my passion for designing professional learning engagements (that include looking together at student work), increasing differentiation and high-leverage feedback (that is specific and focused), and maximizing the impact of administrative and teacher leadership (broadening input and ownership of goals and results). Each of us has a right to be transported by learning and to be awed by the world in our own way – educators ensure that our students have learning opportunities in abundance.
I began teaching in my hometown of Lewiston, Idaho, some 40 years ago. With degrees in English, art and English as an additional language, I began my career as a middle school teacher and, during graduate school, worked with university students. But I loved the enthusiasm and excitement of secondary education and returned to it in the mid-80s, teaching English in both the AP and the IB Diploma Programs in Germany, and later in Kuala Lumpur, Malaysia, and Beijing. In 2001, I accepted the role of strategic planning and professional development coordinator at the International School of Beijing and accepted a role in senior administration as curriculum and professional development coordinator at Shanghai American School in Shanghai, China, in 2006. Later, I served as Director of Educational Programs at Lincoln Community School in Accra, Ghana. I feel most fortunate that, at Lincoln, oversight of all three of the IB programs – the PYP, MYP and Diploma Programmes – gave me a unique view of what IB offers students of all ages. Together with program coordinators, we integrated our school vision with the IB standards and practices and used the IB Learner Profile as our beacon.
As an administrator and educational leader I have worked with elementary and secondary teachers in professional dialogue about student learning – those experiences have been particularly enriched through work with Critical Friends approaches. As a member of the School Reform Initiative, I have experienced first-hand the power and excitement of collaborative adult learning. Charlotte Danielson says that the greatest professional resource available to schools is the expertise of its teachers – and using Critical Friends approaches to tap into this resource is powerful indeed.
Two-thirds of my career has been in international schools. In that time, I have served as consultant to international and U.S. schools as well as to businesses on topics ranging from creating and maintaining professional learning environments to differentiation, from pedagogical leadership to strategic planning and accreditation.
At Cornerstone I continue that work. Students and their joy in learning are our first priority. To ensure their most fruitful and rewarding learning, teachers must know what it feels like and how to make it happen.
Lynne can be reached at firstname.lastname@example.org.